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THE PRESENT STUDY WAS OUTLINED FROM THE NEED TO RECONSIDER THE PURPOSES OF EDUCATION AND THE MEANING OF THE SCHOOLING PROCESS. CURRENT DEBATES ABOUT EDUCATION INDICATE GREAT DIFFICULTY OF EDUCATIONAL SYSTEMS TO PROVIDE A QUALITY EDUCATION, RESPECTING THE DIVERSITY AND INDIVIDUALITY IN THE SCHOOL COMMUNITY. THE REASON, THE SCIENTIFIC AND TECHNICAL KNOWLEDGE, AND SPECIALTY ARE HIGHLY VALUED IN OUR CULTURE, WHICH IS REFLECTED IN EDUCATION. THUS, ARE OFFERED TO THE CHILD INTELLECTUAL STIMULI VERY EARLY, WHILE THEIR BODY, THEIR EMOTIONS, THEIR INTUITION ARE SILENCED. JUNGIAN PSYCHOLOGY, BY CONSIDERING, IN ADDITION TO THE PERSONAL UNCONSCIOUS OF THE HUMAN BEING, THE EXISTENCE OF A COLLECTIVE UNCONSCIOUS, ALLOWS EXPANDING THE VISION OF MAN AS RATIONAL ONLY. THE OBSERVATION OF THE CHILD FROM THIS PERSPECTIVE, JUSTIFIES ATTENTION TO THEIR BODY, THEIR DREAMS, THEIR EMOTIONS, THEIR INTELLECT, THEIR SPIRITUALITY AND HOW MANY OTHER DIMENSIONS ARE PRESENTED. EDUCATION MUST THEN ATTEND ALL THEIR NEEDS, AIMING AT A COMPREHENSIVE EDUCATION. WITH THIS GOAL WAS BORN PROFOUND PEDAGOGY, WHICH CONSIDERS THE CHILD WITH ITS MULTIPLE DIMENSIONS. ITS THEORETICAL AXIS IS BASED ON PROFOUND PSYCHOLOGY, STILL INTEGRATING THE PRINCIPLES AND PRACTICES OF SACRED CIRCLE DANCES AND SUBTLE TOUCHES. THE PROFOUND PEDAGOGY DOES NOT PROPOSE A TEACHING METHODOLOGY, BUT AN ENHANCEMENT OF THE EDUCATOR, HIS PERSONALITY, HIS VISION OF THE HUMAN BEING AND HIS KNOWLEDGE OF THE CHILD. BESIDES DANCING AND BODY WORKS CITED ABOVE, IT INCLUDES WORKING WITH MATTER, THROUGH ARTISAN TECHNIQUES AND HANDWORK, AS WELL AS JOKES, GAMES AND TOYS CONFECTION. IN THIS WAY, THIS STUDY AIMED TO ANALYZE THE APPLICATION OF PROFOUND PEDAGOGY´S ASSUMPTIONS IN A EARLY CHILDHOOD TEACHER´S PRACTICE AND EVALUATE WHETHER THE PRACTICE DEVELOPED PROMOTES SERVICE TO DIVERSITY. IT IS FEATURED AS A CASE STUDY, BASED ON QUALITATIVE CLINICAL METHODOLOGY USED IN THE METHODS OF LIFE HISTORY, NARRATIVES AND CONTENT ANALYSIS. THE RESEARCH WAS CONDUCTED IN A PUBLIC EARLY CHILDHOOD SCHOOL EDUCATION, THROUGH OBSERVATION OF TEACHING PRACTICE AND INTERVIEWS WITH THE TEACHER, DEVELOPED IN EIGHT MEETINGS, AND DOCUMENTAL ANALYSIS. THE BIBLIOGRAPHIC SURVEY OCCURRED IN THREE DATABASES (NATIONAL AND INTERNATIONAL) IDENTIFYING THE PUBLICATION OF ONLY TEN ARTICLES IN THE LAST DECADE RELATED TO THE USE OF JUNGIAN PSYCHOLOGY´S CONCEPTS IN EDUCATION, HIGHLIGHTING THE SCARCITY OF STUDIES THAT INTEGRATE THE TWO AREAS. THE RESULTS OF OBSERVATION OF TEACHING PRACTICE PRESENTS THE POSSIBILITY OF AN EDUCATION BASED ON THE VALUES OF FREEDOM AND TRUST WITH THE INCLUSION OF ARTISTIC DIMENSION AND THE CONTACT WITH NATURE IN THE EDUCATIONAL PROCESS, INCREASING THE SPACE FOR THE CHILDS INTERESTS AND CURIOSITIES. DATA WERE ORGANIZED INTO FOUR AXIS: RELAXED ENVIRONMENT; PLAYING WITH THE MATTER; THE CHILD AND THE BODY; AND THE RELATIONSHIP OF THE TEACHER WITH THE CHILDREN. THE FINDINGS AFFIRM THE CONTRIBUTION OF PROFOUND PEDAGOGY BY INDICATING DISTINCT POSSIBILITIES TO ATTEND THE NEEDS OF THE CHILD, CONSIDERED IN ITS ENTIRETY, THUS FAVORING AN EDUCATION FOR DIVERSITY. THE PRESENT STUDY WAS OUTLINED FROM THE NEED TO RECONSIDER THE PURPOSES OF EDUCATION AND THE MEANING OF THE SCHOOLING PROCESS. CURRENT DEBATES ABOUT EDUCATION INDICATE GREAT DIFFICULTY OF EDUCATIONAL SYSTEMS TO PROVIDE A QUALITY EDUCATION, RESPECTING THE DIVERSITY AND INDIVIDUALITY IN THE SCHOOL COMMUNITY. THE REASON, THE SCIENTIFIC AND TECHNICAL KNOWLEDGE, AND SPECIALTY ARE HIGHLY VALUED IN OUR CULTURE, WHICH IS REFLECTED IN EDUCATION. THUS, ARE OFFERED TO THE CHILD INTELLECTUAL STIMULI VERY EARLY, WHILE THEIR BODY, THEIR EMOTIONS, THEIR INTUITION ARE SILENCED. JUNGIAN PSYCHOLOGY, BY CONSIDERING, IN ADDITION TO THE PERSONAL UNCONSCIOUS OF THE HUMAN BEING, THE EXISTENCE OF A COLLECTIVE UNCONSCIOUS, ALLOWS EXPANDING THE VISION OF MAN AS RATIONAL ONLY. THE OBSERVATION OF THE CHILD FROM THIS PERSPECTIVE, JUSTIFIES ATTENTION TO THEIR BODY, THEIR DREAMS, THEIR EMOTIONS, THEIR INTELLECT, THEIR SPIRITUALITY AND HOW MANY OTHER DIMENSIONS ARE PRESENTED. EDUCATION MUST THEN ATTEND ALL THEIR NEEDS, AIMING AT A COMPREHENSIVE EDUCATION. WITH THIS GOAL WAS BORN PROFOUND PEDAGOGY, WHICH CONSIDERS THE CHILD WITH ITS MULTIPLE DIMENSIONS. ITS THEORETICAL AXIS IS BASED ON PROFOUND PSYCHOLOGY, STILL INTEGRATING THE PRINCIPLES AND PRACTICES OF SACRED CIRCLE DANCES AND SUBTLE TOUCHES. THE PROFOUND PEDAGOGY DOES NOT PROPOSE A TEACHING METHODOLOGY, BUT AN ENHANCEMENT OF THE EDUCATOR, HIS PERSONALITY, HIS VISION OF THE HUMAN BEING AND HIS KNOWLEDGE OF THE CHILD. BESIDES DANCING AND BODY WORKS CITED ABOVE, IT INCLUDES WORKING WITH MATTER, THROUGH ARTISAN TECHNIQUES AND HANDWORK, AS WELL AS JOKES, GAMES AND TOYS CONFECTION. IN THIS WAY, THIS STUDY AIMED TO ANALYZE THE APPLICATION OF PROFOUND PEDAGOGY´S ASSUMPTIONS IN A EARLY CHILDHOOD TEACHER´S PRACTICE AND EVALUATE WHETHER THE PRACTICE DEVELOPED PROMOTES SERVICE TO DIVERSITY. IT IS FEATURED AS A CASE STUDY, BASED ON QUALITATIVE CLINICAL METHODOLOGY USED IN THE METHODS OF LIFE HISTORY, NARRATIVES AND CONTENT ANALYSIS. THE RESEARCH WAS CONDUCTED IN A PUBLIC EARLY CHILDHOOD SCHOOL EDUCATION, THROUGH OBSERVATION OF TEACHING PRACTICE AND INTERVIEWS WITH THE TEACHER, DEVELOPED IN EIGHT MEETINGS, AND DOCUMENTAL ANALYSIS. THE BIBLIOGRAPHIC SURVEY OCCURRED IN THREE DATABASES (NATIONAL AND INTERNATIONAL) IDENTIFYING THE PUBLICATION OF ONLY TEN ARTICLES IN THE LAST DECADE RELATED TO THE USE OF JUNGIAN PSYCHOLOGY´S CONCEPTS IN EDUCATION, HIGHLIGHTING THE SCARCITY OF STUDIES THAT INTEGRATE THE TWO AREAS. THE RESULTS OF OBSERVATION OF TEACHING PRACTICE PRESENTS THE POSSIBILITY OF AN EDUCATION BASED ON THE VALUES OF FREEDOM AND TRUST WITH THE INCLUSION OF ARTISTIC DIMENSION AND THE CONTACT WITH NATURE IN THE EDUCATIONAL PROCESS, INCREASING THE SPACE FOR THE CHILDS INTERESTS AND CURIOSITIES. DATA WERE ORGANIZED INTO FOUR AXIS: RELAXED ENVIRONMENT; PLAYING WITH THE MATTER; THE CHILD AND THE BODY; AND THE RELATIONSHIP OF THE TEACHER WITH THE CHILDREN. THE FINDINGS AFFIRM THE CONTRIBUTION OF PROFOUND PEDAGOGY BY INDICATING DISTINCT POSSIBILITIES TO ATTEND THE NEEDS OF THE CHILD, CONSIDERED IN ITS ENTIRETY, THUS FAVORING AN EDUCATION FOR DIVERSITY.